This question is meant to focus discussions on pedagogy toward a practical end. At both the undergraduate and graduate level, much of what is done in the college and university classrooms often reflects concern with assessments that echo course objectives/outcomes and align with program requirements and accreditation justification. Do objectives for undergraduate courses–English 1302, for example–need updating to enable one to incorporate digital humanities into the pedagogical repertoire?

I would like to explore how strategies for teaching through and/or learning with digital humanities might already coordinate logically with existing objectives/outcomes and how objectives/outcomes might need to be expanded or tweaked so that courses may be refurbished and made more relevant to students.